Abstract

This paper provides and illustrates a design-based learning (DBL) and outcome-based education (OBE) approach for fostering the innovation, practice, and autonomous learning ability of industrial engineering students. We performed two studies with on industrial engineering students in typical educational activities. The first study used a topic of “sheet metal parts turnover protection optimization” to explore the application effect of “DBL + OBE” and its shortcomings in the implementation process, so as to help students understand this new teaching method. Then, in order to verify the use effect of “DBL + OBE”, the second study used the topic of “production line balance” to divide the students into an experimental class and a control class. The experimental class adopted the design learning teaching method, while the control class adopted the traditional teaching method. In order to verify the effectiveness of the proposed method, students and teachers were interviewed. It was found that the students in the experimental class were more outstanding in personal abilities, such as systematic thinking, independent innovation ability, etc. The results show that: the rational use of design-based learning and outcome-based education concept can stimulate students’ interest in learning, cultivate students’ team spirit, improve students’ innovation ability, practical ability and problem solving ability, and cultivate “innovative talents” needed in the new era.

Highlights

  • To improve the teaching level of the Industrial Engineering and cultivate students’practical and innovative abilities, Chinese teachers often introduce some new teaching methods into the classroom for research

  • We applied the “design-based learning (DBL) + outcome-based education (OBE)” method to the typical project activities of basic industrial engineering, and the results showed that this new teaching method is practical in the existing teaching programs

  • By comparing the results of the experimental class and the control class, and through the analysis of the above interview data, we found that the students in the experimental class were more outstanding in their practical ability, autonomous learning ability, language expression ability, and problem finding ability

Read more

Summary

Introduction

To improve the teaching level of the Industrial Engineering and cultivate students’. Practical and innovative abilities, Chinese teachers often introduce some new teaching methods into the classroom for research. The first is the research based on practice and innovation ability [1]. Wang et al (2017) improved students’ problem-solving ability and exercised innovative thinking by building an experimental simulation platform [2]. (2005) proposed a construction scheme and experimental teaching plan for industrial engineering practice teaching in order to improve students’ practical ability and innovation ability, and adapt to the development of industrial engineering discipline and the society’s requirements for senior talents [3]. The second is to study some new teaching forms and try to introduce them into the classroom to explore their effects. Kuppuswamy et al (2020) applied project-based learning (PjBL) to mechanical engineering design course

Methods
Results
Discussion
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call